tackling early school leaving in eu

8/7/2019 Tackling Early School Leaving in EU

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Restart: Tackling Early School Leaving in Europe

Case Studies

Dan Finn

The Restart project is creating a peer review exchange network made up of partners

involved in services that contribute to reducing early school leaving and improving

the prospects of disadvantaged young people. These case studies were prepared

following the first peer review workshop held in Amsterdam in April 2006. They

complement the case studies contained in the report on the workshop that is available

on the Qec-Eran website.

The selected case studies detail a range of programmes chosen in response both to

issues raised at the workshop and to requests for information about interventions that

participants thought might be of general relevance in informing practice. They

represent a small and selective sample that reflects experience in Europe, the USAand Australia, and are organised around the following themes:

specialist transition services in England, France and Australia aimed at

managing the transition between school and work and working with the

parents of early school leavers making such transitions;

specialist vocational transition programmes from Hungary, Denmark, Austria,

France and England, targeted at young people making the transition from

school to work;

financial incentives in the Australia, Ireland, the UK and Denmark aimed at

increasing participation in education and training; school based strategies aimed at reducing early school leaving, including

pathways and time out facilities for students at risk of leaving, and

alternative schools for young people who have dropped out or been

excluded.

The case studies have been identified in a literature search and from earlier research

projects undertaken by the author. The literature search revealed many detailed

overviews of early leaving in Europe, some of which have been published by the

European Commission.

If not independently sourced the following case studies have been drawn from thefollowing major comparative research reports that themselves may be of use to

practitioners and policy makers:

GHK (2005), Study on Access to Education and Training, Basic Skills and Early

School Leavers, Final Report, GHK (2005) (Ref. DG EAC 38/04), European

Commission DG EAC, Brussels.

http://ec.europa.eu/education/doc/reports/doc/earlyleave.pdf

IRIS (2005) Thematic Study on Policy Measures concerning Disadvantaged Youth,Study Commissioned by the European Commission, DG Employment and Social

Affairs, Institute for Regional Innovation and Social Research, Tubingen.http://ec.europa.eu/employment_social/social_inclusion/docs/youth_study_en.pdf

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NFER (2005)Reclaiming those disengaged from education and learning: a European

perspective, Kendall S. and Kinder K., National Foundation for Educational Research.

http://www.nfer.ac.uk/research-areas/pims-data/outlines/reclaiming-those-

disengaged-from-education-and-learning-what-works.cfm

(1) Specialist transition services aimed at early school leavers and

their parents

Parents As Career Transition Supports (PACTS), Australia

PACTS is a pilot project, run by the Brotherhood of St Laurence (BSL) in Melbourne.

It aims to empower parents to better support their childrens transitions from school to

work and/or further education by building parents knowledge of post-school

pathways and the labour market. The pilot ran from late 2003 until December 2005and was delivered to nearly 600 parents in 12 secondary schools.

PACTS serves as a model of good practice for transition programmes for parents. Its

design and scope reflect research findings that careers and transition programmes

should assist parents to: understand careers and the labour market; know how to

access and use transitions resources; understand their own influence in the transition

process; and engage with and support children in a positive way.

The primary target group was the parents of students in years 8 and 9 (13 to 15 years

of age). In interactive, small group workshops facilitated by professional PACTS

trainers over three sessions, parents of secondary students received relevant and up-to-date careers and transitions information alongside training on communicating more

effectively with their teenagers

An evaluation identified three key issues effectively addressed by PACTS. Firstly,

almost all participating parents wanted to support their childrens transitions but more

than three-quarters felt ill-equipped to do so. By providing up-to-date relevant

information and skills to communicate with teenagers about transitions, PACTS

worked to equip parents to better support their teenagers.

Secondly, many parents were concerned that their children might struggle to make a

successful transition from school to work as a result of poor choices. Analysis ofparticipating parents information and support needs found that the workshops

addressed their concerns on a number of fronts. By providing parents with practical

information on transition options for young people, the programme helped allay

parents concerns about their children making the right choice about either subjects

or career paths, by reassuring them that there are a range of viable pathways to

employment.

Thirdly, parents with lower levels of education were found to be less likely to have

talked to their children about careers and transitions. This correlation did not hold

after parents had attended PACTS workshops, indicating that PACTS went some way

towards overcoming disadvantage.

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An evaluation reported that knowing about transitions options was seen to play a

significant role in a parents ability to provide positive and effective support for their

childrens transitions. Improved confidence - feeling that they had some idea what

they were talking about - was the first step towards opening lines of communication

with young people about their transitions. PACTS empowered parents by pointing

them in the right direction and giving them a better understanding of the maze ofpathways facing young people.

Several reasons for the success of the PACTS model were identified. Small-group

workshops of up to 18 parents provided an informal, friendly setting and encouraged

active participation and interaction. Employing trainers who were skilled facilitators

and able to ensure a safe and supportive atmosphere in the workshops was important.

Drawing on the experiences of all participants and encouraging questions ensured the

workshops were relevant and helpful to a range of parents. Indeed, providing an

opportunity for parents to meet and share experiences about transitions was a benefit

which had not been identified in research elsewhere. Keeping the information

delivered clear and focused was vital to maintaining interest and value forparticipants.

Other key design and delivery features included initiating and maintaining positive

relationships with schools; using intensive recruitment practices, particularly phone

calls to parents; and modifying workshop design in response to parent feedback.

Source:A positive influence: equipping parents to support young peoples career

transitions, evaluation of the PACTS program (2006), L Bedson and D. Perkins,

Brotherhood of St Laurence, Melbourne, at

http://bsl.org.au/pdfs/positive_influence_PACTS_report.pdf

Transition Advisers

The increasing complexity of the transition process for young people leaving school

early has led to exploration of new models of assistance. A distinctive feature of many

of these new services is to combine a preventative service delivered within schools

with a case-management safety net service once students have left school. Below are

examples of two such models.

Transition Advisers in Australia

There is no national transitions service in Australia but there are many examples of

transition advisers working in particular cities or states, many of whom are employed

as part of a federally funded Jobs Pathways Programme(http://jpp.dest.gov.au/). The development of transition services has beensupported by an independent Foundation, the Dusseldorp Skills Forum (DSF), who

have promoted best practice and carried out several evaluations into transition

services and a broad range of other initiatives aimed at reducing early school leaving

(see: http://www.dsf.org.au/).

One DSF evaluation reports on the introduction and impact of transition advisers in

parts of Melbourne, where such assistance has been available since 1999. In thesemodels the role of the transition adviser was based on a partnership between schools

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and a community-based agency providing services relevant to young early school

leavers. Based in schools, but operating under the auspices of combined school and

community partnerships, the role is specifically focused on the needs of those who are

leaving or considering leaving school before completing Year 12 (the end of higher

secondary education). Transition workers have a regular presence within the school,

are not constrained in the forms of support able to be offered to the individual, and areable to provide intensive individually tailored assistance both while the student is still

at school and subsequently after they have left.

The evaluation reported that the use of transition workers provides very positive

outcomes for young people leaving school before completing Year 12. The longer the

period of time that transition workers operate within a school, the fewer the

percentage of students going to unknown destinations, and the higher the percentage

proceeding to training or full-time employment. If the community-based agency that

partners the schools in establishing the transition service is also involved in providing

employment services, this appears to increase the percentage of early school leavers

able to make the transition directly to full-time employment. Transition advisers werealso successful in guiding clients into Apprenticeships and college courses.

Effective transition advisers were able to rlate to and develop positive relationships

with the young people. Most of the advisers were not teachers but had backgrounds in

employment programmes, industry training, community development, and youth

work. Their common experience was having worked in employment, training,

education and welfare services, often with a strong youth focus. As a result within the

schools the service produced greater level of awareness of the community network of

services and the destinations of early leavers from their school.

The impact of transition workers on retention was more difficult to determine, with

opinion and evidence divided.

The Australian Federal Government is now developing a national approach to

transitions services based in part on the above experiences. It acknowledges that its

Jobs Pathways Programme must evolve further to provide a more personalised and

customised service to meet the individual needs of young people at risk of not making

a successful transition (see:http://www.dest.gov.au/directory/JPP_info_paper.pdf).

Source: Key papers with more detailed case studies can be found at:

http://www.dsf.org.au/papers/101.htm

Connexions Service, England

In Britain the early 1990s concern with youth unemployment has now been replaced

by a concern with those who are economically inactive; in particular the group

defined as the NEET population (Not in Education, Employment and Training).

Following publication in 1999 of the seminal report on Bridging the Gap by the

Social Exclusion Unit the Government introduced what is called the Connexions

service (http://www.socialexclusionunit.gov.uk/downloaddoc.asp?id=31).

In 2001 Connexions integrated previously fragmented youth services with thetraditional Careers Service for young people. The primary aim of the new

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organisation has been to provide personalised advice and support for all young people

with the particular aim to encourage (re)connection with learning. Table 1 explains

the difference in approach introduced by Connexions.

Table 1: How careers advice and guidance in schools has changed since the

introduction of ConnexionsBefore Connexions Now

Access to a

careers adviser

Advice was supplied by careers

advisers who visit the school. The

careers advisers tended to hold a

career interview with most pupils in

the school. In 1998, policy changes

focused the work of careers advisers

on young people deemed to be most

in need.

Schools identify young people

in need of support and arrange

for them to see a Personal

Adviser. Young people may

choose to contact Personal

Advisers themselves, e.g., via

their school or college, by

calling the Connexions Direct

helpline or by visiting a

Connexions one-stop-shop.There is a presumption that

not all young people need to

see a Personal Adviser.

Getting other

types of advice

Young people needing advice on

issues such as drugs, sexual

health/abuse and financial matters

needed to seek out specialist advice.

Personal Advisers can offer

access to advice on a wide

range of issues of concern to

young people.

The role of

schools

Schools have a duty to deliver a

curriculum-based programme of

careers education. They also had aduty to provide the careers service

with access to young people in order

to provide careers advice and

guidance.

Schools still have a duty to

deliver a curriculum-based

programme of careerseducation. They also have a

duty to provide the

Connexions service with

access to young people in

order to provide careers advice

and guidance.

The Connexions Service consists of 47 partnerships in England with an annual budget

of 450 million. Staffed by over 7,700 Personal Advisers and more than 2,400 other

front line delivery staff, partnerships offer a one-stop shop to all young people seeking

advice and guidance. Through providing impartial advice and guidance, Connexionsaims to help all young people aged between 13-19 (and 20-24 year olds with learning

difficulties and disabilities who are yet to make the transition to adult services) make

the right choices, giving them the opportunity to learn the skills they need to make the

transition to adult life, with a particular emphasis on staying in education or training

until age 19.

Connexions is at the heart of government policy to reach those young people who are

in the NEET group. Before introduction of the service the proportion of the 16-18

group who were not in education, employment or training had remained fairly

constant for some years at about 10%, or approximately 181,000 people. Connexions

has introduced major improvements in previously fragmented information collection

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systems and in identifying and tracking the young people involved and is on target to

reduce the identified NEET group by 10%.

The Connexions Service has introduced a number of innovations in its approach to

young people including extensive use of the internet. A wide range of information

about the work of Connexions can be found on their web site, included detailedinspection reports on the work and impacts of individual partnerships (see:

http://www.connexions.gov.uk/partnerships/index.cfm?CategoryID=3).

(2) Vocational transition programmes targeted at young people

making the transition from school to work

FAK project (training integrated into employment), Hungary

This is an initiative of OKI (National Institute of Public Education) with the supportof the National Employment Fund and Ministry of Education. The FAK project is

targeted at Roma students who have not achieved secondary school certification. It

provides them with an opportunity to achieve secondary school certification, along

with a vocational qualification, whilst employing them in primary schools. The

expectation is that students complete their secondary education and they in turn are

employed as educational assistants. Primary schools have a free teaching assistant and

in return they provide learning mentors and other resources to help the students with

their studying, preparation of learning plans, etc. OKI provides training and support

materials for all the participants involved. The project began in January 2004 with 50

Roma students and now has 150.

Participants applied to participate in the programme and schools submitted proposals

jointly with the Roma students (aged 1835). Students have to take an examination at

the end of each year.

An evaluation reported that the programme has provided the students with long-term

employment and also helped develop communication and relationships between the

Roma and non-Roma population, e.g. addressing issues of non-attendance and other

preventative measures. It is particularly important that the Roma students are working

with teachers as colleagues and vice versa, which has led to a reduction in prejudice

and discrimination. The intervention has also helped make mainstream institutions

more flexible in meeting the needs of these young people, e.g. by providing flexibleexamination opportunities, and has given school staff opportunities to develop their

own mentoring skills and put personalised learning into practice. Currently there are

very few Roma teachers in education in Hungary. It is anticipated that this

intervention will help increase those numbers and that inter-generational benefits of

this project will be seen.

Source: NFER (2005) points also to an OKI English language publication from 2003,

Integration vs. Segregation: Hungarian Roma Education Policy Note, available at:

http://www.oki.hu/publication.php?kod=integration

Production Schools, Denmark

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Production schools were developed in the 1980s to combat youth unemployment by

offering young people who do not complete regular education alternative education to

improve labour market integration. The main goal is young peoples personal

development through education. The focus is not only on academic skills but a life

skills approach building social, personal and physical skills which is complemented

by more formal knowledge and skills. Learning processes are organised throughworkshops and ordinary teaching but every young person is free to organise an

individual course in which challenge and confidence building are balanced. The

production schools are built upon learning by doing in a range of different production

workshops depending on the specific school: e.g. catering, construction, health, etc.

Everything that is produced whether it is a material good, a service or performance is

sold so that the young people get recognition for their work. The workshops co-

operate both with each other but also with other production schools and the local

community. In addition, pupils are taught maths, languages and computer skills. All

classes are voluntary without any exams and pupils can be accepted at any time over

the whole year. Parallel with their stay at the school students may also attend other

certified courses for up to 12 hours per week, an opportunity that is widely used.Participants receive a weekly allowance: ca. 70 under 18 years, 140 over 18 years.

Since 2005 eligibility for participation has been restricted to those under 25 years who

have difficulties in acquiring academic qualifications, those who have dropped out of

secondary education; and those with social or behavioural problems. There are about

110 production schools in Denmark with just under 1,800 pupils. Evaluations report

that the production schools succeed in motivating and challenging young people in

ways the formal education system cannot. Production schools are administrated

according to specific legislation and supervised by the national Ministry. Each school

has flexibility to interpret, construct and develop their aims and activities in

accordance with regional demands. Funding consists of basic grants from local or

county authorities and state funds related to running costs.

Source: IRIS, 2005. The results of a detailed evaluation undertaken by the Danish

Ministry in 1999 can be found in English at: http://pub.uvm.dk/2000/prod/16.htm

Vocational Preparation Courses, Austria

Vocational preparation courses offer additional apprenticeship training places in

special institutions for young people who have not found a suitable apprenticeship

after compulsory education, including the young unemployed, young people withlearning difficulties and school drop-outs. The general prerequisite for participation is

registration with the Public Employment Service as seeking an apprenticeship and the

evidence that at least five applications for apprenticeship have failed. The measure is

a temporary bridging solution until a regular apprenticeship place can be found while

attention is given to improving skills and personal capacities.

The courses include vocational guidance and/or vocational preparation with specific

support for young women to expand their range of occupational choices. Young

people participate on 10-12 month courses in training institutions, were they are

taught first-year apprenticeship skills and knowledge in occupations in demand in the

regional labour market. At least 60% of the programme is practical including searchand applying for apprenticeship posts. If the young person does not get an

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apprenticeship place their participation can be extended, sometimes to completion of

the apprenticeship.

In 2004, 67% of participants obtained an apprenticeship 12 months after ending the

programme and 21% were unemployed. Other impacts identified were personal

stabilisation and the acquisition of soft skills. The experience of employers ispositive reflected in the additional apprenticeship places created. The provision is part

of the Youth Training Consolidation Act (JASG) and the main agency is the Public

Employment Service. In 2003/04 the programme had 5,500 participants with a budget

of 57 Million , and in 2004/2005 6,800 participants with a budget of 71 Million .

Because of a continuing decline in apprenticeship places it was anticipated that

provision would expand further to cover 8,000 training places in 2005/06.

Source: IRIS, 2005.

TRACE Roads to employment for young people in danger of exclusion in

France

The 'road to employment' (Trajectoire d'ACces l'Emploi, TRACE) programme was

introduced in 1998. It is designed to assist those young people under 26 years of age

seen as the most marginalised in terms of employment (those with no diplomas or

vocational qualification, or suffering social, personal or family-related disadvantages)

to find jobs. The programme is managed by a complex partnership structure involving

the state, regional and local government, public services and social partners. It is

delivered by case managers through the network of Missions Locales that were set

up in 1982 as information and resource centres for young people.

The TRACE programme offers participants an individualised programme to help

them make the transition to employment over a maximum 18-month period. The

scheme focuses on training (acquisition of basic skills or a vocational qualification),

employment measures (mainly in the non-market sector) and social benefits (housing,

health and financial support). It is designed to enable 50% of participants to find long-

term employment (permanent positions or jobs on a fixed-term contract of over six

months).

The innovative feature of the programme has been the individual contractual

commitment between the young jobseeker and a case manager or mentor responsible

for following up the young persons progress. The mentor makes a commitment tofollow the young jobseeker in his or her transition to actual employment and to assist

him or her in applying for social benefits. Each mentor tracks an average of

approximately 30 young people. An initial so-called diagnostic phase is undertaken

to identify the difficulties facing the young person. This is geared to developing a

personal plan and to identifying the various steps required in implementing it, as well

as the various services to be involved.

Another important feature of the programme is that it provides access to financial

support. In France young people under the age of 26 have only limited access to

financial support and are largely excluded from unemployment benefits and RMI

(Occupational integration minimum income). Until 2001 most young people whowere not actively participating in a programme would not receive any benefit (in 2000

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only 7.5% of TRACE participants were in receipt of family support or RMI

payments). There was, however, a system of selective assistance for emergency

payments and transport and in 2001 a new employment access grant of about 300

Euros a month was introduced for those who were not yet placed or ready for

placement.

About 60% of the 100,200 young people who went through the programme between

1998 and 2001 had no formal qualifications. Their average age was 21 and there

slightly more women than men, and the women had better qualifications. Most

programme participants had been out of the school system for several years. Of the

young people who began the TRACE programme in 1999 and completed it in

February 2001, more than half found jobs either in the form of assisted (10.4%) or

non-assisted (31.7%) employment, or on combined work/training contracts (8.3%).

This performance does not, however, guarantee stable career paths for these young

people. More than a third (35.2%) of participants were unemployed, with 30.4%

receiving no benefits and 4.9% eligible for benefits.

Source: Peer Review EES (2001)Access routes to employment for young people indanger of exclusion, Peer Review Programme of the European Employment Strategy,DGV, European Commission, accessed on 5 May 2004 at

http://www.almp.org/en/FRANCEoct01.htm

Entry to Employment (E2E), England

This progarmme was introduced in England in 2002/03 to provide work-based

provision for unemployed young people aged 16-18 who are not ready or able to start

a Modern Apprenticeship, a job or further education. Connexions personal advisers

are largely responsible for referring young people to the programme and it is

delivered in partnerships that can involve colleges, training providers and other

statutory organisations. Unlike the earlier programmes it replaced E2E is not

dominated by rules about length of participation or qualification outcomes. It should

be clearly structured but is intended to be flexible with the aim of motivating and

equipping young people for employment and/or further training. The programme

caters for about 50,000 young people, who until 2006 were paid 40 a week whilst

participating and the annual budget was set at 238 million. About 25,000 young

people are on the programme at any point in time.

An independent assessment of the first year of the programme reported that thedelivery of the vocational element of the programme was haphazard although

performance in other core strands basic and key skills, and personal development -

was better. The report found, however, that few providers had successfully drawn the

three together. In the first year about 6% of participants went on to start a formal

apprenticeship. Overall a third of the leavers went on to jobs, college or work-based

learning. The review expressed disappointment with the results but emphasised that

they should be seen in the context of the employment and other barriers faced by the

young people involved.

The Government has announced that it will introduce E2E into school provision and

from 2007 there will be places for up to 10,000 14-16 year olds. The programme,which will be tailored to each young person with intensive personal support, is likely

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to include two days of work-based learning each week, leading to a diploma and

further options.

Source: A detailed report with E2E case studies can be found at:

http://www.ali.gov.uk/Publications/Publications/FEB2006/e2e_newHorizons.htm

More detailed programme and policy information is available on the website of theLearning and Skills Council at:

http://www.lsc.gov.uk/National/Partners/PolicyandDevelopment/EntrytoEmployment/

default.htm

(3) Financial incentives aimed at increasing participation in

education and training

Youth Allowance (YA), Australia

In the 1980s there was a significant voluntary increase in the levels of participation inAustralian secondary education, peaking at 77% of post school leaving age young

people in 1992. By the mid 1990s, however, the school retention rate for Year 12

students had begun to decline and by 1998 had fallen to 72%. The examinations

completed at the end of Year 12 represent the stage prior to University entrance.

The Government concluded that one of the factors that was impeding further increases

in participation was the complexity of income support arrangements that provided

four separate cash benefits depending on which main activity a young person

undertook. There was evidence that the system was complex, inconsistent, inefficient

and unfair.

Following an extensive consultation process the national Government introduced the

YA with effect from 1st July 1998. It is delivered by Centrelink, the one stop agency

responsible for the assessment and payment of benefits

YA is a single, unitary source of financial support for eligible full-time students aged

between 16 to 24 years and unemployed people aged under 21.

Its key objective was to encourage participation in further and higher education by

providing a unified income support system for all low income full-time students up to

the age of 25 years. It was also intended that the YA would simplify financial support

for young people.

YA is a conditional and means tested benefit. To be eligible young people must

satisfy an activity test to show that they are either participating in education,

training, and/or actively seeking work. There is a parental means test and regulations

specify the circumstances in which a young person is considered to be independent. In

the case of most under 18 year olds YA is paid to the parent or carer.

Between 1997 and 2001 there was an increase in the proportion of 16 to 24 year old

Australians in full-time education, from 37.5 to 39.7 per cent. In 2001 just under 40%

of young Australians were full-time students of whom 31% were receiving a YA

payment.

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A major impact evaluation acknowledged that it was difficult to distil the impact of

YA from the effects of other changes and policies and the allowance was itself only

one component of a wider Australian strategy to encourage school retention.

Nevertheless the final evaluation identified positive impacts, especially those on

school retention rates for under 18 year olds. By 2001 more students were receivingincome support than had been prior to YA implementation; and a greater proportion

of all income support recipients were full-time students rather than jobseekers.

Source:Financial support for 16 to 19 year olds: A review of the literature and

evidence on the Australian Youth Allowance (2004), D. Finn and N. Branosky, at

http://www.dwp.gov.uk/asd/asd5/rports2003-2004/rrep215.asp.

Back to Education Allowance, Ireland

The Back to Education Allowance (BTEA) is an educational opportunities scheme for

unemployed people, lone parents and people with disabilities in receipt of particularsocial assistance payments. It enables participants to return to full time second or third

level education, while continuing to receive income support. The objective of the

scheme is to enhance the employability skills of vulnerable groups who are distant

from the labour market. The programme is part of a range of what are called second

chance education programmes, administered by the Department of Social and Family

Affairs.

Participation and take up has grown significantly, from less than 100 people

participating in 1990/1991, when the original scheme commenced, to 7,648 by

2003/2004. Over fifteen years BTEA has helped over 10,000 people attain

qualifications in a range of skills thereby enhancing their employment prospects.

A survey of participants in the BTEA scheme showed that there was a high take up of

the Third level option from the top socio-economic groups while there was a higher

take up of Leaving Certificate courses from the lower socio-economic groups. The

scheme is accessed principally by persons in receipt of unemployment assistance

(75%) who are under 35 years and on the social welfare payment for less than 12

months (63%). In relation to employment status following completion of the BTEA

the survey showed that 63% were in full-time or part-time employment while a

further 9% were pursuing further education. Factors determining employment were

age and socio-economic group.

Source: Review of Expenditure Programmes: Back to Education Allowance Scheme

(2005), at http://www.welfare.ie/publications/exp_rev/btea.pdf.

Educational Maintenance Allowance (EMA), United Kingdom

The British Government is using financial incentives as one of its key tools for

increasing participation, retention and achievement for those who otherwise leave full

time education and training. The principal instrument is the EMA that was first

introduced as a pilot programme in 1999. It was extended nationally in 2004 and is a

something for something financial support scheme helping young people to fulfil

their potential.

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Students must sign a learning agreement that sets out the terms of the allowance, and

what is expected of them by way of attendance, completion of course work and

behaviour. If a student breaks the conditions of this agreement, the weekly payment

can be withheld.

The EMA is paid to young people between 16 and 19 who are in full-time educationor training on a means-tested basis (with three levels according to three household

income thresholds). Where household income is 13,000 or below, young people

receive the full 30 per week. Young people are eligible for two or three bonus

payments per year depending on their attendance and performance.

The national EMA can amount to 1,500 per year in weekly allowances and bonuses

for eligible young people, as long as they adhere to the terms of their EMA contract.

Rigorous and detailed evaluations of the pilot phases of EMA found that the

allowance had increased participation among eligible young people by nearly 6%.

The national extension of EMAs is expected to increase participation rates by 3 %,and in April 2006 EMA rules were extended to unwaged trainees aged 16 to 19.

The Government has decided to further extend the use of financial incentives to

improve participation rates amongst two additional groups 16 to 18 year old young

people who are not in education, employment or training (NEET), or who are in Jobs

Without Training (JWT). The Government has committed 140 million over 2 years

to pilot Activity and Learning Agreements for the NEET and JWT groups in 12 areas

in England. The pilots offer financial incentives to young people in both groups to

reintegrate and encourage them back into learning. The payments will be conditional

on the young people fulfilling obligations in individual agreements negotiated with

Connexions Personal Advisers.

The Learning Agreement pilot, for example, has two aims. First, it will test the

effectiveness of brokerage and learning agreements, with 16 and 17 year olds in JWT,

as a tool for re-engaging them in accredited learning . Second, it will test the

effectiveness of financial incentives (through bonus payments to young people and

employers and employer wage compensation) as a means of encouraging the JWT

group and their employers to take up this offer.

Connexions personal advisers will negotiate learning agreements after undertaking a

learning needs assessment with the young person. The personal advisers will alsomonitor progress in relation to the learning agreement. It appears likely that where

necessary the employer may be legally required to provide paid time off for the young

person to complete the course.

Source:Evaluation of Education Maintenance Allowance Pilots: Young People Aged16 to 19 Years, Final Report of the Quantitative Evaluation, Centre for Research inSocial Policy and Institute for Fiscal Studies, at:

http://www.dfes.gov.uk/research/data/uploadfiles/RR678.pdf

The Youth Guarantee and Financial Incentives, Denmark

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This Danish Youth Programme was introduced in April 1996. It combined

compulsory training and education programmes for young unemployed people with

financial incentives for those with low qualifications to return to education. The aim

of the programme is to motivate young unemployed people to undertake education or

find a job on their own initiative. If a young person fails to do so within six months of

unemployment they have the right and duty to participate in full-time vocationaleducation or training for at least 18 months.

After three months unemployment a young person has to agree to an individual action

or education plan. This indicates the education services the Public Employment

Service will offer the young person if they enter the activation period. The objective is

to incentivise the young person to enter education where they would be paid standard

education allowances. Most of those who not choose education will be offered places

on 18-month training programmes delivered by vocational schools.

To create an incentive for youngsters to accept a job or take part in regular education

before they have been unemployed for six months, unemployment benefits are cutduring participation in the 18-month course. Young people without any formal

education have their payments reduced by half. This reduced benefit is more or less

equal to the support allowance paid to those in ordinary education programmes.

Refusal to participate in the special education courses is followed by a loss of

entitlement to the unemployment benefit and the youngster then has to claim social

assistance. Young people with formal education receive 82% of their unemployment

benefit once they participate in additional education or training.

Evaluations have shown that the programme has a strong motivation effect. Two

thirds of the young unemployed had left unemployment by the time they would have

become eligible for the mandatory 18-month educational courses. Of those young

unemployed who participated in the special 18-month vocational courses only 10 to

15% are still unemployed after participation. Others are either in paid employment or

in ordinary education. The completion rate for the courses is 65%. In addition, the

programme has succeeded in stimulating many young unemployed to reenter the

education system.

Source: IRIS, 2005

(4) Strategies aimed at reducing early school leaving

Pathway for students at risk of leaving: the PRIDE project,Wales

Pembrokeshire is an area with high rates of early leaving and significant social

problems associated with high levels of unemployment. The PRIDE project provides

an alternative and vocational curriculum for 1416 year olds offering a range of

learning and training opportunities. It is an individually tailored programme with a

flexible timetable based both in and outside of school. The programme runs for two

years starting in Year 10 when students are 14 years old. Training organisations,

providers and an FE college provide a range of vocational activities. Students are

released from school for one to two days a week. Five schools are involved, along

with the behaviour support service who provide education for students out of school(these students will attend five days a week). The programme runs for 40 weeks.

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The provision consists of:

personal development programmes, e.g. personal and social skills

development, outdoor activities and sport;

basic and key skills development; vocational work-related training; and

vocational skills development (organised by the local college and training

providers).

In the first year students experience a range of taster courses and in the second year

they specialise in one area.

Schools have reported an improvement in attendance and behaviour amongst students

on the project and it has contributed to a reduction in the number of young people

leaving school with no qualifications: 90% of students achieved a minimum of 1GCSE. The project has highlighted the importance of tailoring programmes to suit

local contexts and needs and the support of an active, involved coordinator to

determine success. It is also important that students achieve some form of

accreditation as this is seen as important as a motivating factor. Close monitoring of

attendance and support for students is required while they are out of school. The

project provides learning support assistants who support students whilst they are out

of school.

Source: NFER, 2005

Time Out provision: Flanders, Switzerland and the Netherlands

Flanders

Projects were set up in four cities in 2001. They are supported by the Ministries of

Education and Welfare. The projects aim to prevent students dropping out of school

and permanent exclusion. They focus on giving students who are experiencing

difficulties in school time out (a maximum of eight weeks) to receive intensive

individualised support and guidance, with the aim of reintegrating them back into

school. Schools also receive support on how to manage students behaviour. In the

first 21 months, 173 people aged between 12 and 18 had been involved, with the

majority being 15 years old. In total, 67% had repeated their school year and 85% hadchanged schools, with 33% attending five or six different schools. The main reason

for attending the project was because of behavioural difficulties (56%). Other reasons

given included truancy (48%), disengagement and psychological problems (31%),

delinquency (17%) and physical violence (6%). The students attended the projects for

between 24 and 56 days. The projects provide individualised programmes with

individual and group activities in the following phases:

Getting acquainted building confidence and self-esteem, working with peers

etc.

Individualised training with a focus on the specific needs of each youngster,

including the deconstruction of negative patterns of behaviour and building

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positive patterns of behaviour, taking responsibility for their own actions,

dealing with peer group pressure etc.

Re-orientation to mainstream education.

Source: NFER, 2005.Refers to an evaluation to be completed in 2005 that may be on

the following website:www.kbs-frb.be.

Switzerland

Time out projects have been set up in nine Swiss cantons. The first were introduced in

2001 and last a maximum of 12 weeks. The students attend projects which provide

educational and pastoral support from craftsmen, social workers and/or special

educators. The aim of the projects is to reintegrate young people back into school,

either their existing school, or a new school. In practice, however, it was used as the

last of a series of curative treatments and usually imposed in the last year of

compulsory school.

A retrospective evaluation of 16 cases (two girls and 14 boys) found an unexpected

effect: time-out improved the situation far more for the other students and the

teachers rather than helping the disengaged student.

Source: NFER, 2005.Refers to an evaluation to be found at:

http://www.kl.unibe.ch/kl/sla/fsf/retrospektive_evaluation.html.

KANS project, Netherlands

A type of time out project (in the Den Bosch municipality) focused on preventativework at the primary level with pupils aged between 8 and 10 years who have severe

behavioural problems and are in danger of dropping out or being moved to a special

school. The aim is to provide an integrated multi-agency approach to providing

support. Pupils attend a small-scale facility out of school, which takes a maximum of

14 pupils. The project offers a programme of 48 morning sessions over a 12-week

period. The rest of the time pupils attend their own school. Support is also provided to

pupils parents/guardians. The project also aims to help schools to develop their skills

in working effectively with these pupils, e.g. by providing them with strategies to

implement in the classroom. The project has a multi-disciplinary team made up of

teachers, play therapists etc. Action plans are developed, home visits are made and

there is a focus on regulating behaviour. Follow-up support is provided.

Source: NFER, 2005

Alternative Schools in the USA and England

The Alternative High School Initiative, USA

In the USA School Districts of more than 10,000 students often have an alternative

high school. At worst, they have been a dumping ground for troubled youth and

ineffective teachers. However, a growing number of quality alternative schools are

small by design and provide an academically rigorous, socially and emotionallysupportive personalised education that successfully prepares students for college,

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work and citizenship. These schools are creating a variety of structures and

environments that facilitate progress and offer options for vulnerable youth (expelled,

suspended, court-involved, foster care, welfare recipients, homeless and/or under

performing academically) who need flexibility in systems and support.

The Alternative High School Initiative (AHSI) is a major best practice replicationprogramme supported by independent Foundations (such as that of Bill Gates). The

AHSI initiative is extending the work of several models of best practice including two

highly successful models: the New Country Schools in Minnesota and the Met in

Providence. The ASHI now comprises a network of youth development organisations

committed to creating educational opportunities for young people for whom

traditional school settings have not been successful. Together these intermediaries

provide over 150 high quality educational alternatives for young people. The schools

are student-centered and strive to enable youth voice, project-based learning and

leadership development drive the learning process. The Met approach, for example,

empowers its students to take charge of their learning, to become responsible citizens

and life-long learners. Its distinctive characteristics include internships, individuallearning plans, advisory services, and a breakthrough college transition programme.

Source: More information on AHSI and on the Met in Providence project can be

found at:

http://www.ahsi.info/

http://www.metcenter.org/

http://www.gatesfoundation.org/nr/downloads/ed/AlternativeHSRationale030312.pdf

The AHSI represents just one response to the problems of high school drop outs and

disconnected youth in the USA. An abundance of data and good practice case

studies can found at the network website of theNational Dropout Prevention Center.The Center carries out research and acts as a national resource network for

practitioners, researchers, and policymakers aiming to reshape school and community

environments to meet the needs of at risk youth. Its Program Profiles contain an up-

to-date database (Focus) that gives details on hundreds of school dropout prevention

programmes across the USA. More information can be found on their websites:

http://nyec.modernsignal.net/page.cfm?pageID=139

http://www.dropoutprevention.org/stats/stats_resourc.htm

Alternative Education Initiatives (AEIs), Great Britain

In the UK arrangements for alternative educational provision for pupils out of school

varies between local areas. Only about a third of excluded pupils return to

mainstream education, the rest receive education otherwise. This can take a number

of different forms, including receiving education in Pupil Referral Units (PRUs),

home tuition, or they may attend alternative educational initiatives (AEIs).

AEIs tend to work with young people permanently excluded from school or who are

out of school for other reasons. An evaluation of best practice by the National

Foundation for Education Research (NfER) reported that the best AEIs offered

educational programmes which allowed young people to experience success and

focused on establishing relationships which were adult-like and based on respect,

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features which were often said to be lacking in mainstream educational environments.

Examples of AEIs included:

AEI 1: Young people participated in a full-time programme of activities. For Year

10s (14-15 year olds) the majority of activities were offered on site. There was an

emphasis on improving basic skills, alongside personal and social education.Although young people followed a generic timetable the curriculum was

differentiated to cater for a range of abilities. An extensive tutorial support and

enrichment activity programme underpinned the provision. By Year 11 (15-16 years)

young people accessed external provision through college and work experience

placements. Each young person had an individual education plan, with personal goals

and targets. Weekly personal tutorials provided opportunities to discuss and review

these targets.

AEI 2: Individual programmes were devised for young people dependent on their age

and areas of interest. Every young person was mentored individually by a member of

staff. Educational activities included maths, English, ICT, cookery andelectronics/science sessions. Pupils who attended regularly and demonstrated their

commitment to learning, could benefit from a programme, which allocated more time

for IT, arts and craft, leisure and outdoor activities. During Year 10 pupils were

encouraged to consider full-time courses at the local community college. The AEI

programme tapped into external providers including, college, specialist music

provision, work experience, training providers and leisure activities with a personal

and social educational focus. Staff and young people reviewed individual

programmes together and evidence of pupils work was kept in a portfolio.

AEI 3: The project offered each young person up to 25 hours a week full-time

provision. This was gradually built up from 8 to10 hours, depending on each young

persons needs. Staff came from a youth work background, so offered an holistic

education package, formulating a programme based on young peoples individual

needs. Staff delivered many parts of the programme and also offered support to the

young people through a key worker system. The activities provided included a

substantial amount of personal and social education covering drugs, budgeting, team

building, sex education, health, hygiene and safety and a first aid course. Young

people reviewed their progress every four weeks with their key workers and staff also

recorded progress daily in case records.

The NfER evaluation of 6 AEIs reported that where data was available, it showed thatnearly three-quarters of the students had previous attendance problems, with nearly a

quarter described as long-term persistent non-attenders, and just under half were

believed to have been bullies. The majority (two-thirds) of young people in the study

were male and a third were female. A tenth of young people were classified as

looked after and a large number (69%) were classified by staff as having some kind

of special educational need.

The evaluation reported that approximately half of all the young people registered at

the AEIs during the evaluation were awarded some form of accreditation. Young

people themselves highlighted a change in their attitude as a result of attending the

AEI: they were more willing to learn, they were enjoying learning and furthermore,they were considering the inclusion of education in their future progression.

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Overall 71% of the young people surveyed went on to desirable destinations,

primarily further education and training. The average cost per young person enrolled

at the AEIs was 3,800 (equivalent to 165% of the average cost for full time pupils).

Source: Kendall S., Kinder, K., Halsey, K., Fletcher-Morgan, C., White, R., Brown,C. (2003).An Evaluation of Alternative Education Initiatives. (DfES Research Report403), London: DfES.

http://www.dfes.gov.uk/research/data/uploadfiles/RR403.doc

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tackling early school leaving in eu

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